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The impacts of community service participation on college student development are extensive and well-documented. The characteristics of students that predict volunteerism, however, are not well understood. The purpose of this study is thus to estimate the differences in first-year students' plans to volunteer while in college (i.e., 'Done,' 'Plan to do,' 'Do not plan to do,' or 'Have not decided') by their background characteristics and by the characteristics of the institutions that they attend. Study results suggest changes to several campus policies and programs that may remove barriers to successful community service participation among firstyear students. 3Educating people for responsible citizenship has been a part of the missions of colleges since their inception in the United States. The founding of the first institutions of higher education in this country was for the purpose of educating a new generation of civic and religious leaders for the communities of the new world. It was within this spirit that colleges came of age, and it is a tradition that has stayed with them up to the present, as evident in their current mission of teaching, research, and service (Rudolph, 1977;Terenzini, 1994).Modern ideas about the integration of service and learning in higher education were shaped by the work of John Dewey, who proposed ideas about hands-on learning and practical education (Curti, 1965). Dewey asserted that better learning occurs when students have the opportunity to put into practice the ideas that they are learning in the classroom. As further research has been done on this concept of service-learning, scholars (e.g., Astin & Sax, 1998;Astin, Sax, & Avalos, 1999;Eyler & Giles, 1999;Eyler, Giles, & Braxton, 1997; Gray, Ondaatje, Fricker, Geshwind, Goldman, Kaganoff, Robyn, Sundt, Vogelgesang, & Klein, 1998; have found that not only does student volunteerism promote the civic engagement that universities have historically tried to foster in their students, but community service also offers a host of educational and extracurricular benefits to the students.The impacts of volunteerism on college student development are extensive and welldocumented. These benefits can be distilled into thee broad categories -educational/scholastic, career/vocational, and personal/social -and each of these categories represent areas of student development that are highly valued by universities and educators. Educationally, students who participate in community service receive better grades (e.g., Tartter, 1996), demonstrate greater educational gains (e.g., Eyler & Giles, 1999), and increase their critical thinking skills (e.g., Eyler, Root, & Giles, 1998). Vocationally, community service by college students is associated with a stronger likelihood to participate in both future community service (e.g., Astin, Although the benefits of community service to the student volunteer are welldocumented, information from a recent survey of college students illustrates that 36% of graduating seniors at baccalaureate degree-g...
The impacts of community service participation on college student development are extensive and well-documented. The characteristics of students that predict volunteerism, however, are not well understood. The purpose of this study is thus to estimate the differences in first-year students' plans to volunteer while in college (i.e., 'Done,' 'Plan to do,' 'Do not plan to do,' or 'Have not decided') by their background characteristics and by the characteristics of the institutions that they attend. Study results suggest changes to several campus policies and programs that may remove barriers to successful community service participation among firstyear students. 3Educating people for responsible citizenship has been a part of the missions of colleges since their inception in the United States. The founding of the first institutions of higher education in this country was for the purpose of educating a new generation of civic and religious leaders for the communities of the new world. It was within this spirit that colleges came of age, and it is a tradition that has stayed with them up to the present, as evident in their current mission of teaching, research, and service (Rudolph, 1977;Terenzini, 1994).Modern ideas about the integration of service and learning in higher education were shaped by the work of John Dewey, who proposed ideas about hands-on learning and practical education (Curti, 1965). Dewey asserted that better learning occurs when students have the opportunity to put into practice the ideas that they are learning in the classroom. As further research has been done on this concept of service-learning, scholars (e.g., Astin & Sax, 1998;Astin, Sax, & Avalos, 1999;Eyler & Giles, 1999;Eyler, Giles, & Braxton, 1997; Gray, Ondaatje, Fricker, Geshwind, Goldman, Kaganoff, Robyn, Sundt, Vogelgesang, & Klein, 1998; have found that not only does student volunteerism promote the civic engagement that universities have historically tried to foster in their students, but community service also offers a host of educational and extracurricular benefits to the students.The impacts of volunteerism on college student development are extensive and welldocumented. These benefits can be distilled into thee broad categories -educational/scholastic, career/vocational, and personal/social -and each of these categories represent areas of student development that are highly valued by universities and educators. Educationally, students who participate in community service receive better grades (e.g., Tartter, 1996), demonstrate greater educational gains (e.g., Eyler & Giles, 1999), and increase their critical thinking skills (e.g., Eyler, Root, & Giles, 1998). Vocationally, community service by college students is associated with a stronger likelihood to participate in both future community service (e.g., Astin, Although the benefits of community service to the student volunteer are welldocumented, information from a recent survey of college students illustrates that 36% of graduating seniors at baccalaureate degree-g...
Service-learning pedagogy allows social work educators to create meaningful learning opportunities for students and better prepare them for practicum, while at the same time, meeting a community need. This paper outlines the relevance of incorporating service-learning into the social work curriculum, specifically the human behavior and the social environment (HBSE) area. Using Bloom’s taxonomy as a guide, the authors propose how the CSWE competencies and practice behaviors specific to HBSE may be assessed using service-learning pedagogy. An example is reviewed to illustrate how service-learning can assist faculty and students achieve the HBSE competencies and practice behaviors. Finally, implications for service-learning as a pedagogical strategy for social work education are discussed.
<p>Technikons advocate the practice of co-operative education, which is an educational strategy that integrates learning through productive work with the theoretical curriculum. However, only 35% of theTechnikon SA programmes have a compulsory experiential learning component. Grounded theory research was undertaken to determine some of the basic assumptions of Technikon SA’s academic staff in this regard. Rather than starting out with a specific research problem, grounded theory explores an area of interest and allows what is relevant to emerge. Semi-structured interviews with four open-ended questions, were conducted with a stratified-random sample of 25 teaching staff at Technikon SA. It was found that, although there is some willing compliance and belief in co-operative education, it is not indicative of the organisational culture of Technikon SA.<strong> </strong></p><p><strong>Opsomming</strong> <br>Technikons propageer die beoefening van ko˛peratiewe onderwys,’n opvoedkundige strategiewat leer deur produktiewewerkservaring integreermet die teoretiese kurrikulum. ByTechnikon SAegter, het slegs sowat 35% van die formele programme ’n verpligte leerervarings komponent.Teoretiese-begrondings navorsingsmetodologie is gebruik omsekere basiese veronderstellings van akademiese personeel te bepaal. Eerder as om’n spesifieke navorsingsprobleemas vertrekpunt te gebruik, ondersoek teoretiese-begronding’n areavan belang en laat die metodiek die relevante sake toe omte voorskyn te kom. Semi-gestruktureerde onderhoude,met vier ope vrae, is gevoer met ’n gestratifiseerde eweskansige steekproef van 25 akademiese personeellede vanTechnikon SA. Daar is bevind dat alhoewel daar beperkte oortuiging en gewillige uitlewing van kooperatiewe onderwys is, is dit nie beduidend as kenmerkend van die organisasie kultuur vanTechnikon SA nie.</p>
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